ҚМЖ КСП Think for Kazakhstan Grade 9 TERM Unit Английский язык 9 класс Ағылшын тілі 9 сынып

Think for Kazakhstan Grade 9 TERM 1Unit 1

Unit: 1HOBBIES AND QUALITIES School:
Lesson 1
Date: Teacher’s name:
CLASS: present: absent:
Theme of the lesson:Welcome back. Behind the camera.
Learning objective (s) that this lesson is contributing to 9.1.7.1- develop and sustain a consistent argument when speaking or writing;
9.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics
9.4.6.1- recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics
Lesson objectives All learners will be able to:
Most learners will be able to:
Some learners will be able to:
Success criteria • identification of levels for later work
• reinforcement of learning and pupil motivation
• identification of problem areas
Value links Respect, cooperation and transparency
Cross curricular links Kazakh, Russian
Plan
Stages of the lesson Planned activities (replace the notes below with your planned activities)
Greeting
Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Practice Present perfect tenses
1 Students scan the article to answer the question. Set a time limit of two minutes to encourage quickscanning. Allow students to compare answers with a partner before checking in open class.
Answers
A film director and producer
2 Ask students to read the statements and underline key words to focus their reading. A statement is
only false if there is information in the reading text explicitly contradicting it. If there is no information, the answer should be marked DS (Doesn’t say). Students must only use information given in the text and not their general knowledge. As students do the exercise, urge them to underline key text in thearticle that supports their answers. During open class
feedback, ask students to justify their answers by referring to the text they’ve underlined in the article.
Answers
1 T 2 DS The text does say that he’s been making films for more than 30 years but we don’t know how old he was when he started. 3 F He has made a number of successful films for adults. 4 T 5 DS There’s no mention of Oscars.
BACKGROUND INFORMATION
Chris Columbus (born 1958) is an American filmmaker. As well as directing 18 films including those mentioned in the article on page seven, he has produced over 30 films including Fantastic 4
and Night at the Museum.Students will have studied the present perfect before
and should be familiar with the differences between the two tenses, but to see if this is the case, ask them to complete the exercise individually and monitor carefully. Allow students to compare answers with partner before feedback in open class. If students struggle or would benefit from further practice,follow up with the additional support activity below.
Answers
1 have been playing; for 2 still; haven’t watched
3 Have … seen; yet 4 have been sitting; since
5 haven’t missed; yet 6 has been saying; for
Past perfect simple
1 Read through the information in Exercise 1 in open
class and elicit answer to the question.
Answer
Aliya finishing her homework. Read through the rule in open class and elicit
the answer.
Rule
past participle
Comparisons
1 Books closed. To introduce this topic, show a picture of an Oscar statuette and ask students what it is. Elicit different Oscar categories. Ask: Can you remember any
films or people who have won Oscars?
What did they win an Oscar for? Ask students to make a list in pairs. Listen to some of their ideasin open class and then ask them to read the article quickly to see which, if any, are mentioned. Do brief feedback on this before asking students to read again, more carefully this time, in order to complete the exercise. Ask them to underline the parts of the text that helped them find the answers. During feedback, ask students to quote the parts of the text they underlined. Ask: Have you seen either of the filmsmentioned in the blog entry?

2 SPEAKING Students discuss the questions in pairs or small groups. Clarify any potentially problematic vocabulary before they begin speaking. Monitor and help with vocabulary as necessary. Nominate one or two students to report back to the class on their opinions and encourage further discussion.
3 Do numbers 1 and 2 in open class and review use of as…as and superlatives. Students work individually to complete the exercise before comparing answers with a partner. During feedback, ask students which of the sentences feature a comparative and which a superlative. Elicit the form of regular adverbs (adjective + -ly). Ask students which of the sentences compare adverbs and elicit rules for doing this (Sentences 5, 7 and 8 compare adverbs. We use more+ adverb + than and as + adverb + as.)
Answers
1 as cold 2 best 3 more difficult 4 most interesting 5 more easily 6 not as bad 7 more quickly 8 loudly as

4 SPEAKING Put students in pairs to discuss the statements. Monitor but avoid error correction since the focus of this task is on fluency, not on accuracy. Make a note of any nice expressions that students use during the activity. At the end, write these on the board for the whole class to copy, and praise the student(s) who used them. Giving positive feedback like this will encourage students to use more variety in similar communication tasks. Nominate one or two pairs to report back on what they discussed with the rest of the class and invite reactions and further comments from the rest of the class.
5 This activity can be set as homework or done in class as a collaborative writing task. Tell students they are going to write a short paragraph and then show it to other members of the group. This will encourage them to think carefully about what they write. Ask students to choose one of the categories and write a paragraph comparing two things or people from that category. Monitor and check students are comparing correctly. When they have completed the exercise, ask students to swap paragraphs with a partner and check it for accuracy. Encourage them to ask you for help if they are not sure if a sentence is correct
Homework
Additional Information
Differentiation — how do you plan to give more support? Assessment — how are you planning to check learners` learning? Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support -through questioning and the redirecting of questioning in feedback activities
-through observation in group and end performance activities
-through formative task

-Health promoting techniques
-Breaks and physical activities used.
-Points from Safety rules used at this lesson.
REFLECTION
Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?
Unit: 1 HOBBIES AND QUALITIES
School:
Lesson 1
Date: Teacher’s name:
CLASS: present: absent:
Theme of the lesson: Extreme adjectives and modifiers. Giving advice.
Learning objective (s) that this lesson is contributing to 9.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics
9.5.3.1- write with moderate grammatical accuracy on a wide range of familiar general and curricular topics;

Lesson objectives All learners will be able to:
Most learners will be able to:

Some learners will be able to:
Success criteria • Demonstrate respect to people’s opinions using lexical units of topic vocabulary
• Analyze given feedback; Form opinion and give constructive answers to feedback
Identify facts and details in extended talks with little support
Value links Respect, cooperation and transparency
Cross curricular links Kazakh, Russian
Plan
Stages of the lesson Planned activities (replace the notes below with your planned activities) Teacher’s notes
Greeting
Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Practice Extreme adjectives and modifiers
1 Ask students to work with a partner to think of thegradable forms of the adjectives in bold, perhaps doing number 1 in open class as an example.
Answers
1 very exciting 2 very big 3 very cold 4 very interesting
2 Students complete the exercise in pairs. During feedback, say the adjectives for students to repeat. Pay particular attention to the pronunciation of minute (very small), as compared to minute (sixty seconds). Model enthusiastic intonation when using extreme adjectives and encourage students to copy you. Perhaps have fun with this by really exaggerating and prompting students to do likewise. Students will naturally lower their range outside of this type of controlled practice but a sufficiently wide range is crucial here to avoid sounding sarcastic so it’s worth emphasizing the point!
Answers
1 e 2 a 3 b 4 c 5 d
3 Students work individually to complete the exercise, referring to the Look! box to help them. Allow them to compare answers with a partner. Elicit corrections during whole-class feedback.
Answers
1 ✓ 2 ✓ 3 ✓ 4 ✗ very funny; absolutely hilarious
5 ✗ absolutely tiny; very small 6 ✓
4 Encourage students to first read the text for overall understanding by asking the questions: What trickdid the writer see? Did she/he enjoy the show? Check answers. Now students read a second time and complete the spaces. Tell students that more than one answer is possible in some instances. Students compare answers in pairs before you check answers in open class.
Answers
1 great/fantastic/wonderful/brilliant/amazing
2 funny/hilarious 3 enormous 4 tiny/minute
5 happy/delighted
Fast finishers
Students close their books and try to remember as many ofthe extreme adjectives as they can. They should write them on a blank piece of paper, and then open their books to check they remembered all of them and also spelling.
Optional activity
Optional extension
Write adjectives 1–5 from Exercise 2 on the board. But do not write the extreme adjectives. Students work in pairs and take it in turns to form exchanges of the type:
A: It was really, really good! (It was really, really + adjective)
B: It was brilliant! (It was + extreme adjective)
Optional extension
Write these words on the board: gorgeous, frightening, ugly, pretty, hideous, terrifying, silly, ridiculous Ask students to work with a partner and decide which of theadjectives are gradable and which are extreme. They should
then match each gradable adjective to an extreme adjective.
Answers
gradable: pretty, ugly, frightening, silly
extreme: gorgeous, hideous, terrifying, ridiculous
Homework
Additional Information
Differentiation — how do you plan to give more support? Assessment — how are you planning to check learners` learning? Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support -through questioning and the redirecting of questioning in feedback activities
-through observation in group and end performance activities
-through formative task

-Health promoting techniques
-Breaks and physical activities used.
-Points from Safety rules used at this lesson.
REFLECTION
Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?

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